5 The body

Lesson 1
Objectives
• Present and practise a new set of vocabulary.
• Practise the new vocabulary in the context of a chant.
Language
Active: wings, head, teeth, tail, legs, arms
Revision: actions, In the living room
Passive: Who’s in the picture? Where are they? Is Lucky
happy? Does he like dinosaurs?

Starting the lesson

  weather flashcards, CD1 track 4 
• Do the Hello routine (see page 165).
• Play the Explorers chant (CD1 track 4) and encourage the
children to chant and do the actions.
• Play Lucky says ... (see page 174). Add instructions learnt so
far such as clap your hands, stamp your feet, drive a car, fly a
plane, draw a …, take a photo, sleep, wake up.

Social and civic competences

KEY COMPETENCE:  
Start the lesson with a discussion of equality in diversity,
promoting acceptance of the students’ own bodies and
that of others, avoiding discrimination based on physical
characteristics, gender or ethnicity and / or culture. Listen and point. Listen again and say.
  Class Book page 42, CD2 track 20, Unit 5 flashcards Set 1 

Vocabulary presentation • Ask Who’s in the picture? (Ella, Toby, Max and Lucky) Where
  Magic Pocket, Unit 5 flashcards Set 1, CD2 track 19 
are they? (In the living room.) Say They’re playing with
dinosaurs. Is Lucky happy? Does he like dinosaurs? (No.)
• Hold up the Magic Pocket and start to play CD2 track 19.
Slowly pull out the flashcards for each word. Hold them • Point to the different parts of the dinosaurs in the main
up for the children to see, then display them on a table in picture. Play CD2 track 20. The children listen and point.
front of you or on the board. • Play the track again and pause after each word. The
• Play the CD again. Repeat each word, pointing to the children point to the corresponding body part.
flashcards as you do so. Encourage the children to do the • Say the six words in a random order. This time the children
same. point and say the corresponding number.
• Position the flashcards in a random order around the • Play the CD once more, pausing after each word. The
room. Play the CD again and get the children to point children mime and repeat the words. They can pretend to
to the flashcards. Encourage them to point to the be dinosaurs as they do this.
appropriate part of their body for head, arms, legs and
$ 2•20
to bare their teeth for teeth, flap their arms for wings and
1  wings  2  head  3  teeth  4  tail  5  arms  6  legs
swish an arm behind them for tail.
• Play the CD or say one of the words e.g. tail. The children Listen and chant.
point to the flashcard, repeat the word and do the action.   Class Book page 42, CD2 track 21, Unit 5 flashcards Set 1 
• Continue saying the words, varying your voice so that you • Point to the notebook pages along the bottom of the
speak quietly, loudly, slowly or quickly. The children repeat page.
and copy you.
• Play CD2 track 21. Encourage the children to clap and
$ 2•19 remind them of the simple actions for the chorus (see
wings head teeth tail legs arms page 32).
• Play the chant again. This time the children join in with
the words and do the actions.

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 Learn to learn
KEY COMPETENCE:  
Through this activity children learn, once again, the logical
thinking strategies that are part of the learning process
such as inference, anticipation, reflection and analysis.

Classroom activity: watch and say the word

• Point to your head, arms or legs, or mime teeth, tail and
wings. The children copy and say the word.
• Quickly change to miming another body part. The
children copy you as quickly as they can and say the word.

Goodbye
• Say the body parts in quick succession, such as head, arms,
wings, leg, tail, teeth. The children point to or mime the
body part
• Repeat the procedure a few times, varying the order. Then
say Goodbye.

Reinforcement
  Unit 5 flashcards Set 1 
• Hand out the flashcards face down. Get the children
to pass them round as quickly as they can, face down.
You can play music while they do this. Say Stop! The
children holding the flashcards turn them over and say
which part of the body it is.
• Divide the class into six teams. Each team chants one of
the words. The class decides which team has chanted
• Continue the activity until everyone has had a chance
to name a flashcard.
their word the most loudly and clearly.

$ 2•21 Extension
Look and say and clap with me   Unit 5 wordcards Set 1 
Are you ready? 1, 2, 3 • Place your finger on your lips and show the wordcards,
without saying the word. The children have to silently
wings … clap, clap, clap point to or mime the body part. Then show the cards
head … clap, clap, clap without your finger on your lips. This time the children
teeth … clap, clap, clap say the words and do the actions.
Look and say and clap with me
Are you ready? 1, 2, 3
tail … clap, clap, clap
legs … clap, clap, clap
arms … clap, clap, clap
TEACHING TIP:   Point out to the children that the words
appear below the images. If you want your class to use them
at this stage, get them to cover up the images so that only
the words remain or use the wordcards while they do the
listening. However, thorough practice of reading the new
words will come in Lesson 2.

Listen and play What’s next?

  Class Book page 42, CD2 track 22, Unit 5 flashcards Set 1 
• Tell the children to point to the images in the Class Book
as they listen. Play CD2 track 22. Ask What’s next? when
there is a pause. Children say the next item pictured.
ANSWERS
1  arms  ​2  legs  ​3  tail  ​4  teeth

$ 2•22
1 wings, head, teeth, tail, legs
2 wings, head, teeth, tail
3 wings, head, teeth
4 wings, head

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 Unit 5 Lesson 2
Objectives
• Consolidate core vocabulary and develop cognitive
skills through a sticker activity.
• Learn new actions and review known actions in the
Lucky says ... game.
• Develop learning strategies through the Explorers Quest.
Language
Active: wings, head, teeth, tail, legs, arms, brush your teeth,
wash your face
Revision: animals, big, small, long, short
Passive: Brush your teeth, Wash your face, What colour is
the box? What has Toby got? I’ve got 4 legs, I can run, What
am I?

Starting the lesson

  weather flashcards, CD2 track 21, Unit 5 flashcards Set 1 
• Do the Hello routine (see page 165).
• Review the parts of the body using the flashcards.
• Put the flashcards on the board along with the wordcards.
Point to the words and get the class to say them. Play
The body chant (CD2 track 21) and get the class to do the
actions. Play it again, this time removing the flashcards so
Write.
only the wordcards remain, and encourage them to join in
  Class Book page 43, Unit 5 wordcards Set 1 
with the words.
• Show each wordcard and elicit the word. The class point
Mathematical competence and basic
KEY COMPETENCE:   to or mime the corresponding body part.
competences in science and technology • Display the wordcards for reference while the children
Use this lesson to talk about body parts and their write the words under the stickers.
functions and also comment on the evolution of both
ANSWERS
animals and humans and how body functions have
legs  arms  head  tail  teeth  wings
evolved over time. Explain how this evolution is believed
to have led to the disappearance of some species. Listen and do. Play Lucky says.
  Lucky says ... poster, CD2 track 24 
Stick. Listen and number. • Using the Unit 5 photo, either as part of the poster or
  Class Book page 43, CD2 track 23, Unit 5 flashcards Set 1  having cut it out, point to the two children. Play CD2 track
• Point to page 43 and demonstrate how to complete the 24 and point to the actions as each is said.
images using the Unit 5 stickers. • Say the instructions Brush your teeth. Wash your face. The
• As the children place the stickers, go round checking and children mime the actions. Repeat this several times.
helping. Ask individuals to say the words as they position • Remind them how to play the Lucky says ... game (see
them. page 25). Play the game using all the different actions
• Once the stickers are complete, explain that they are they now know. You can make this an elimination game if
going to hear a number and a short sentence. As they you wish. (See page 174 for actions from Level 1.)
listen, they write the number next to the correct picture.
$ 2•24
• Play CD2 track 23 and do the first one as an example.
Lucky says brush your teeth
Demonstrate writing number 1 over the example in the
Lucky says wash your face
circle.
• To check the activity, play the CD again. Pause after each
item and ask the children to point to or mime the parts of
the body.
ANSWERS
3  6  1  2  5  4

$ 2•23
1  a small head   2  a long tail   3  long legs   4  big wings  
5  big teeth   6  short arms

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 Explorers Quest Activity Book
  Class Book page 43, CD1 track 5, Unit 4 flashcards Set 1 
  Activity Book page 38, Unit 5 flashcards Set 1 
• Revise the animal vocabulary from Unit 4: bat, fox, frog, • Join the dots. The children join the dots in the correct
hedgehog, mouse, snake. First display the flashcards, say the
order to complete the dinosaur.
words and get the children to point. Then elicit the words.
• Read and ✓ or ✗. Ask the children to read the sentences
• With books open, remind the class about the Explorers
and tick or cross each one.
Quest (see page 166). Tell them Hands up when they find
the object and give them a clue if they are struggling, e.g. ANSWERS
It can jump. (a frog, hidden near Toby on page 43). Play 1  ✓  ​2  ✓  ​3  ✗  ​4  ✓  ​5  ✓  ​6  ✗  ​7  ✗  ​8  ✗
CD1 track 5 while they are looking.
Reinforcement
• Revise other language on pages 42 and 43. Ask What
  Unit 5 flashcards and wordcards Set 1 
colour is the box? What has Toby got? (A head.) What
colour is it? • Show the wordcards and elicit the words.
• Continue the revision away from the book. Play Hidden • Hand out the flashcards to individuals. Then hold up
flashcards with the animal flashcards (see page 164). each wordcard. The child with the matching flashcard
brings it to the front.
Classroom activity: What am I? • Now organize the class into twelve groups and give
  Unit 4 flashcards Set 1 (wild animals), Level 1 Unit 3 flashcards (farm animals)  each a wordcard or flashcard. They must find the group
• Select an animal flashcard without the class seeing it, with their corresponding card. Once matched, display
e.g. horse. Say I’ve got four legs, I’ve got a long tail. I can the cards on the board.
run. What am I? Elicit guesses. When they have guessed
correctly say Yes and show the flashcard. Extension
  Unit 6 Set 1 flashcards and wordcards 
• Repeat this several times and then ask a confident child
to select a flashcard. They can mime the animal as well as • Distribute the six wordcards and flashcards to
describing it. individuals. Start to write one of the words on the
board, one letter at a time.
Goodbye • Get the children to put their hands up as soon as they
• Give a series of instructions such as wake up, brush your can identify which word you are writing and say the
teeth, wash your face. The children mime the actions, then word. The children with the wordcard and flashcard
wave goodbye. hold them up.
• Repeat this a few times saying Eat an apple. Brush your
teeth. Now say Goodbye!

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 Unit 5 Lesson 3
Objectives
• Familiarize the children with a new structure in
preparation for a story.
• Complete a cognitive activity involving recognizing
features, using the new language.
Language
Active: It’s got (a tail), It hasn’t got (wings)
Revision: animals, wings, tail, teeth, head, arms, legs, yes, no,
Wash your face, Brush your teeth, It can (run), It can’t (fly), It’s
(brown)
Passive: Has it got (wings)?

Starting the lesson

  weather flashcards, CD1 track 4, Lucky says poster 
• Do the Hello routine (see page 165).
• Play the Explorers chant (CD1 track 4) and encourage the
children to chant and do the actions.
• Play Lucky says ... and include the new actions wash your
face and brush your teeth. (See page 174 for actions from
Level 1.)
• Display the Lucky says ... poster (or the separate photos cut
out). Point to the photos of the actions learnt so far and
get the children to repeat them while they do the actions. Learn to learn
KEY COMPETENCE:  
Through this activity, children learn to use techniques
Structure presentation and resources that will be useful for future learning,
  Magic Pocket, Lesson 3 structure cards, CD2 track 25, Unit 5 flashcards Set 1  like describing things accurately. They also learn other
• Hold up the Lesson 3 structure cards and play CD2 track learning and reasoning skills such as how to analyze
25. The children look and listen. Use the suggestions on information, make inferences and make predictions using
the back of the cards to exploit them further. their imagination.
• Play the CD again while holding up the structure cards.
This time, pause after It’s got or It hasn’t got … so that the Look and ✓ or ✗.
children can complete the sentences.   Class Book page 44, Unit 5 wordcards Set 1 
• Play the CD once more, encouraging the children to • Ask the class or individuals to read the words along the
repeat the whole sentences. top of the notebook frame.
$ 2•25 • Now show the four wordcards head, wings, teeth, tail. The
1 Ella  It’s got a tail. children read and say the words.
2 Toby  It’s got four legs. • Demonstrate the activity with dinosaur number 1. Ask:
3 Ella  It hasn’t got wings. Has it got (a head)? Has it got (wings)? The children
answer Yes or No and put a tick or cross in the box.
Listen and point. Listen again and say. • The children continue the activity. Go round helping
  Class Book page 44, CD2 track 25  where necessary.
• Play CD2 track 25 while children point to the pictures. Play ANSWERS
the CD a second time, getting them to repeat. 1  ✓ ✗ ✗ ✓  ​2  ✓ ✗ ✓ ✓  ​3  ✓ ✓ ✓ ✗
• Ask two children to come to the front. They will act out
the parts of Toby and Ella, but instead of doing a jigsaw KEY COMPETENCE:   Learn to learn
they will draw a dinosaur picture on the board. ‘Ella’ draws Using charts and graphs helps to develop the ability
the dinosaur’s tail saying It’s got a tail. ‘Toby’ draws the four to organize information appropriately to improve the
legs, saying It’s got four legs. ‘Ella’ then finishes the dinosaur learning process and the intellect. This organization
and says It hasn’t got wings. involves observing, concentrating, classifying, comparing,
• If time allows, invite other pairs to do the same. and finally transforming the information into knowledge.

Write.
  Class Book page 44 
• Ask an individual to read the sentence for number 1. Elicit
the missing words head and teeth from the class.

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 • Do the same with the other two sentences and then ask
Activity Book
the children to write in the missing words.
  Activity Book page 39 
ANSWERS
• Read and write. Children complete the sentences in the
1  head, teeth   2​   tail, wings   ​3  wings, tail
cage, bowl and stable by looking at the animal pictures
Play. and using the words in the box.
• Describe one of the three dinosaurs saying It’s got four • Read and colour. Then they read the sentences and
legs. It’s got a long tail. The children say which number it colour the animals according to the descriptions.
is (1). ANSWERS
• Do this several times using different descriptions. The 1  wings, bird   2​   tail, fish   ​3  legs, horse
children then do the same in pairs or small groups.
Reinforcement
Classroom activity: draw the animal   Unit 5 reinforcement worksheet 1 
  Unit 4 flashcards Set 1 (wild animals), Level 1 Unit 3 flashcards (farm animals)  • Follow and write. The children follow the lines and label
• Ask a child to go to the board and another child to choose the parts of the animal accordingly.
an animal flashcard. ANSWERS
• The child with the flashcard describes the animal saying, 1  tail  2  wings  3  legs  4  head  5  teeth  6  arms
e.g. It’s got four legs. It’s got a long tail. It hasn’t got wings. It • Look and write. Read and match. The children complete
can run. It can’t fly. the sentences using the picture clues to help. They then
• The child at the board draws an animal which fits the read the sentences and match each set with one of the
description. The class suggests what it might be and the pictures.
child with the card answers Yes or No.
ANSWERS
• Some animals fit the same description, such as horse, dog, 1  wings, arms (bird)  2  legs, tail (frog)  3  teeth, legs
fox, cat, cow, mouse. In these cases the children need to (snake)  4  legs, wings (mouse)
keep guessing. Encourage more clues such as It’s (brown).
It likes (cheese). Extension
  Unit 5 extension worksheet 1 
Goodbye
• Say a sentence about an animal, e.g. It’s got a tail. The • Complete. Match. The children use the endings in the
box to complete the words. They then match the
children name as many animals as they can with tails
silhouetted body parts to the animal they belong by
before you say Stop.
drawing lines between them.
• Everyone then says Goodbye.
• Write. The children look at each picture and complete
the sentences accordingly.
ANSWERS
1  arms, legs, teeth, wings  2  head, tail, legs, arms

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 Unit 5 Lesson 4
Objectives
• Consolidate and practise the main language of the unit
in the context of a story.
• Reinforce the language with a story.
• Develop learning strategies through the Explorers Quest.
Language
Active: It’s got (a tail). It hasn’t got (legs).
Revision: animals, It can (fly), It can’t (swim)
Passive: What is it? Has it got a head? How many legs has
it got? Let’s draw dinosaurs, This is a T-Rex, Is it the magic
pencil? There’s a dinosaur outside! What has it got? Who is it?

Starting the lesson

  weather flashcards, Unit 4 flashcards Set 1 (wild animals), Level 1 Unit 3: farm animals 
• Do the Hello routine (see page 165).
• Ask volunteers to name different parts of the body.
Everyone else points to the named parts of the body or
mimes wings or tail.
• Review animal vocabulary using the flashcards.
• Say sentences to describe an animal, e.g. It’s got a tail. It’s
got wings. It can fly. It can swim. What is it? The children
guess what it is. (A duck). Continue with other animals.
Digital competence
KEY COMPETENCE:  
Story preparation Take the opportunity to make the pupils more familiar
  Lesson 3 structure cards, Lesson 4 storycards, CD2 track 26  with the mouse, the keyboard and the basic functions of
• Ask the class if they can remember what Toby, Ella and available technology systems and use the Explorers digital
Max were doing in Lesson 1 (they were inside, playing with materials to present and read the story of the unit.
dinosaurs).
• Now show the structure cards and point to the dinosaur. Listen to the story.
Ask Has it got a head? How many legs has it got? Has it got   CD2 track 26, Class Book page 45, Lesson 4 storycards 
wings? • The children follow the story in their books. Play the CD
• Ask What did Toby have in Lesson 1? (A dinosaur head). Ask and encourage them to point to each frame as it is heard.
the children what they think he is going to do with this. • Say lines from the story and ask the children to say the
• Explain that they are going to find out what happens next. picture number, e.g. It’s got a long tail (2), It’s got a head
Play CD2 track 26. Hold up the storycards as they listen. now (3), There’s a dinosaur outside (5). If the class finds this
• Play the story again. This time pause after each card. For easy, say the lines in a random order.
pictures 1, 2 and 3 ask What has it got? For picture 6 ask • Give six children a storycard each and bring them to the
Who is it? front. Get them to stand in the wrong order and ask the
• Check the children understand why Ella is worried in class to help you sort them out. They can refer to page 45
picture 4 (she thinks the magic pencil will make the dinosaur in their Class Books for help.
Max is drawing come alive). Ask Why are Ella and Max
KEY COMPETENCE:   Sense of initiative and
angry in Picture 6? (They were frightened of the dinosaur
but now realize it was just Toby tricking them.) Ask Was Max entrepreneurship
using the magic pencil? (No.) Where is the magic pencil? Encourage students to search for the information and
(Under the table.) data from the story with confidence, explaining that they
are the main protagonists of their learning. Value their
$ 2•26 achievements positively and encourage them to continue
1 Max  Let’s draw dinosaurs! to have confidence in their own possibilities.
2 Max  This is a T-Rex.
Ella  It’s got a long tail. It hasn’t got a head.
Act out the story.
3 Max  It’s got a head now, and it’s got big teeth!
  CD2 track 26 
4 Ella  Max! Is it the magic pencil?
5 Max  There’s a dinosaur outside! • Explain to the children that they are going to act out the
Ella  Oh, no! story, or a few frames of it. Play CD2 track 26 again, or
6 Toby Hello! focus on your chosen frames. If you wish, ask the whole
Ella and Max TOBY!! class or individuals to read the lines.

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 • Invite the class to suggest actions for each frame, and do
Activity Book
them together. For example, mime Max and Ella drawing,
Ella worrying that Max is using the magic pencil, spotting   Activity Book page 40 
the dinosaur through the window, the dinosaur coming • Look at the picture. Circle and write. Focus the children on
into the room, realizing it is Toby wearing a dinosaur head. the picture that Max is holding, then demonstrate how
• Divide the class into groups of four to represent the to circle the correct words and complete the sentences.
three children and Lucky. Play the CD and encourage the ANSWERS
groups to act out the story, joining in with the words as 1  It’s got, head   ​2  It’s got, teeth   ​3  It hasn’t got, wings   ​
much as they can. 4  It’s got, tail   5​   It’s got, legs   6​   It’s got, arms
• Find and circle 5 differences. Study the two pictures
Explorers Quest
and name the features that are different in Picture B.
  Class Book page 45, CD1 track 5, Unit 2 flashcards Set 1 (vehicles)  The children draw in the features which are missing in
• Point to the blue explorer in the bottom right-hand corner Picture B.
of the page and do the Explorers Quest. Play CD1 track 5 • Say. Ask children to share their ideas with the rest of the
as the children look for the hidden object (a taxi, in the class.
bottom right corner of picture 4).
ANSWERS
• Revise other vehicle words by asking the class to say the
Missing: Max’s head, Lucky’s tail, Lucky’s leg, Toby’s/The
ones they know. Say the initial sounds to prompt any they
dinosaur’s arm, Toby’s/The dinosaur’s teeth
have forgotten.
• Continue the revision away from the book by playing Reinforcement
Hidden flashcards with three or four vehicle flashcards (see   Class Book page 45 
page 164).
• Write a line from the story on the board such as It’s got
Goodbye a long tail. The children find the same line on the story
page in their books.
  CD2 track 21 
• Play the The body chant (CD2 track 21). Encourage • Ask individuals to read the line and give the correct
picture number (Picture 2).
the children to chant and mime the actions. Then say
Goodbye. • Repeat this several times.

Extension
  Unit 5 wordcards Set 1 
• Write a line from the story on the board such as It hasn’t
got a head. The children read it.
• Now write a line with a word missing. Invite a child to
come to the front and write in the missing word. Use
the wordcards for support where appropriate.
• Continue with further lines from the story.

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 Unit 5 Lesson 5
Objectives
• Present and practise a new set of vocabulary.
• Practise new and revised vocabulary in a song.
• Practise the new language with a cut-out.
Language
Active: ears, nose, mouth, eyes
Revision: colours, wings, head, teeth, tail, arms, legs, It’s got
(big teeth)
Passive: Its teeth are black, Touch your (arms), What’s it got?

Starting the lesson

  weather flashcards, Level 1 Unit 3 flashcards (farm animals) 
• Do the Hello routine (see page 165).
• Play Lucky says ... and review the parts of the body, saying
Touch your head, teeth, arms, legs.
• Hold up an animal flashcard and say a sentence, e.g. It’s
got big teeth. The class look at the animal and answer Yes
or No.

Vocabulary presentation
  Magic Pocket, Unit 5 flashcards ears, nose, mouth, eyes CD2 track 27 
• Show the Magic Pocket and play CD2 track 27. Pull out the Sing.
flashcards as the children look and listen.
  Class Book page 46, CD2 track 28, Unit 5 flashcards Set 2 plus teeth 
• Play the CD again, holding up the flashcards. This time the
class repeat the words.
• Tell the children that they are going to listen to a song.
Play CD2 track 28 as the children listen. Play the CD again,
• Ask four children to stand up and give them a flashcard this time they point to the named parts of the green
each. Play the CD, pausing after each word. The rest of the dinosaur in the main picture.
class point to the child with the appropriate flashcard.
• Play the song once more. The children point to the parts
• Play the CD once more. This time, the children say the of their face and join in with the words and actions for
words and point to their ears, nose, etc. munch and snap.
$ 2•27 • Divide the class into five groups and give each a flashcard
ears  nose  mouth  eyes (ears, nose, mouth, eyes, teeth). Play the song. Each group
holds up their flashcard and sings their line of the song.
Listen and say. Find and point. Everyone can join in with munch and snap.
  Class Book page 46, CD2 track 27, Unit 5 flashcards Set 2 
It's got ... $
  2•28
• Play CD2 track 27 again and get the children to point to It’s got green ears, it’s got a l-o-n-g nose
the four pictures in the boxes, repeat the words and then
It’s got a big mouth, munch, munch, munch!
touch their ears, eyes, etc.
Munch, munch, munchety munch!
• Say the four words several times, varying the order.
The children repeat the words and point to the correct It’s got red eyes, it's got four legs
pictures. It's got black teeth, snap, snap, snap!
• Using a red pen, the children look at the small images and Snap, snap, snappety, snap!
find the exact features in the main picture and circle them. Find and point. Sing the new song.
They are all features from the same dinosaur (the green
  Class Book page 46, CD 2 track 29 
one, top centre).
• Point to the second row of four pictures on page 46 and
KEY COMPETENCE:   Mathematical competence and basic elicit the words. Using a blue pen, the children find and
competences in science and technology circle the same body parts in the main picture. (They are
Ask pupils how many prehistoric animals they know. (For all features of the purple dinosaur.)
example: dinosaurs, mammoths, cave bears, the woolly • Explain that the class will hear a new version of the song
rhinoceros, etc.). Talk about geological periods and the with gaps for different words. Say the first line, It’s got
story of life (through different epochs and ages). Explain brown … . Hold out your arms and elicit arms from the
the process of extinction of animals and encourage class.
curiosity about this topic. • Do the same with the next three lines of the song,
pointing to your head and miming tail and wings.

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 • Play CD2 track 29. Children join in with the missing words.
Activity Book
• Play the song again. Divide the class into four groups with
  Activity Book page 41 
each group singing and performing a verse. The class can
vote on which group performs best. • Read and number. The children number the sentences
according to the numbered parts of the sock puppet.
$ 2•29 • Colour. They colour the features of the sock puppet
It’s got brown arms, it’s got a small head according to the sentences.
It’s got a long tail, swish, swish swish!
ANSWERS
Swish, swish, swishety swish!
eyes 2  mouth 3  nose 1   ears 4
It’s got big wings, it’s got two legs • Draw and colour. The children draw ears, eyes, a nose
It’s got black teeth, snap, snap, snap! and mouth for the second sock puppet and colour
Snap, snap, snappety snap! these as they wish.
Make. Play. • Write. They then complete the sentences accordingly.
  Class Book pages 46 and 69, scissors, glue, a sheet of paper for each child  Reinforcement
• Point to the photo and the cut-out on page 46 (Unit 5 cut-   Unit 5 reinforcement worksheet 2 
out is on page 69). • Look and write. The children look at the picture clues
• Demonstrate how to cut along the dotted lines and fold and identify the words. They complete the crossword.
along all the solid lines, so that the picture is always on
ANSWERS
the outside. Show how to glue and stick down the tabs to
1  tail  2  mouth  3  wings  4  eyes  5  ears  6  nose  
make a cube.
7  arms  8  head
• Explain that the aim is to draw a dinosaur. Ask them to
start by drawing a basic head and body shape but minus
• Look and write. Point out that each picture goes with
a set of sentences. Ask the children to look at the
mouth, nose, eyes, tail, arms and legs. Draw an example
pictures. They read the sentences and complete them
on the board as a guide.
with the correct words according to the pictures.
• Roll the cube. Ask a child to name the part of the body
which lands upright. Draw this part onto your picture.
• Look and colour. Explain the key to the children. Ask
them to use this to colour pictures a and b
• Get the children to work in small groups or pairs and do
the same. They take turns rolling the cube and naming ANSWERS
the body part which lands upright. a  ears, nose, eyes, mouth  b  eyes, mouth, ears, nose
• Go round listening and helping. Ask individuals to Extension
describe their dinosaur. Ask What’s it got? They answer,
  Unit 5 extension worksheet 2 
e.g. It’s got a head and a tail.
• Follow and write. Find and circle. The children fill in the
KEY COMPETENCE:  Social and civic competences missing letters to complete the words. They find and
Explain to the children that playing this game (and circle the words within the wordsearch.
playing in general) involves developing personal skills ANSWERS
like learning to be independent, knowing how to choose 1  head  2  ears  3  wings    4  tail    5  nose    ​6  mouth   ​
using their own criteria and having personal initiative. 7  eyes  ​8  arms
Besides this, participation in games enables them to • Write. Ask the class to read the sentences and suggest
develop interactive and cooperative skills. the missing words. The children write the words in the
correct place.
Goodbye • Read and number. The children read each set of
  cut-out dinosaur cubes  sentences and choose the animal to match. They
• Call out mouth, nose, eyes, tail, arms or legs. The children number the pictures accordingly.
hold up their cubes and point to the correct picture. Then ANSWERS
say Goodbye. 1  tail, eyes, wings, climb, mouse  
​2  legs, wings, teeth, fly, bird   3​   ears, tail, arms, run, rabbit   ​
4  legs, eyes, tail, swim, frog

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 Unit 5 Lesson 6
Objectives
• Use the key language in a cross-curricular context.
• Learn about the senses and explore how we use them.
• Develop learning strategies through the Explorers Quest.
Language
Active: see, hear, taste, touch, smell
Revision: ears, eyes, mouth, nose, ice cream, flower, stars,
wood, music, It’s got green ears, It’s a (pencil), wild animals,
classroom items, toys
Passive: I can (touch) with my (hands), I can (see) the (stars),
She can hear music

Starting the lesson

  weather flashcards, CD2 track 28, Unit 4 flashcards Set 1 (wild animals) 
• Do the Hello routine (see page 165).
• Hold up an animal flashcard and ask a volunteer to name
the animal and say a sentence, e.g. It’s a fox. It’s got four legs.
• Sing It’s got ... (CD2 track 28). Point to the parts of the face.
Preparation for the photocards
• Point to your face and ask the children to name nose, ears,
eyes and mouth. Draw simple pictures of these, spaced
I can see with my eyes.
well apart, on the board.
I can touch with my hands.
• Hold up your hands and elicit the word hands from the
children (remind them of clap your hands and hands up). Listen and number.
• Explain that we have five different senses and each relates   Class Book page 47, CD2 track 31 
to one of the parts of the body you have drawn. • Point to the top row of images. Play CD2 track 31 while
the children listen and number the pictures.
KEY COMPETENCE:  Mathematical competence and basic
competences in science and technology ANSWERS
Use this lesson to discuss the five senses and how each see 4  hear 2  taste 3  touch 1  smell 5
one is related to a body part. Explain how the senses
$ 2•31
capture different types of information and send it to the
1 I can touch with my hands.
brain.
2 I can hear with my ears.
3 I can taste with my mouth.
Cross-curricular presentation: photocards 4 I can see with my eyes.
  Unit 5 photocards, CD2 track 30  5 I can smell with my nose.
• Hold up the photocard showing the nose and the girl
smelling the flower. Play the first line of CD2 track 30 and
Listen and match.
mime smelling a flower. If possible, use a real flower to   Class Book page 47, CD2 track 32 
clarify the concept. The children copy you. Display the • Point to the second row of pictures and elicit the words,
photocard next to the drawing of the nose on the board. prompting as necessary: ice cream, flower, stars, music,
Continue with the rest of the photocards. wood. Play CD2 track 32. The children listen and match
• Play the CD again. The children point to the correct each sense with the correct image.
photocards on the board. ANSWERS
• Practise saying the verbs in turn: touch, hear, taste, see, see / stars   hear / musical notes   taste / ice cream
smell. The children point and mime. touch / wood   smell / flower
• Describe what the children are doing on the photocards,
$ 2•32
saying She can hear music. The class mime hearing by
I can see the stars.
putting their hand to their ear. Do the same for each card.
I can hear the music.
Practise the sentences until they recognize the different
I can taste the ice cream.
senses without the photo cards as prompts.
I can touch the wood.
$ 2•30 I can smell the flower.
I can smell with my nose.
I can taste with my mouth.
I can hear with my ears.

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 Write. Choose and draw. Say. Activity Book
  Class Book page 47, Unit 5 photocards, Unit 5 wordcards 
  Activity Book page 42 
• Ask the children to name things they can taste, e.g. • Look and ✓ or ✗. Children look at each picture. They tick
oranges, hear (guitar) and touch (ball). Draw some of their
the senses we can use and cross the ones we can’t.
suggestions on the board.
• Point again to the senses at the top of the page as ANSWERS
support. The children write the correct sense in the five 1  ✓: see taste smell touch, ✗: hear   2​   ✓: see smell touch,
boxes. They choose and draw an item for each sense. ✗: hear taste   ​3  ✓: see hear touch, ✗: taste smell   ​
4  ✓: see, ✗: hear taste smell touch
• Ask the children to say sentences about their pictures, e.g.
I can taste an apple. • Draw yourself and write. The children draw themselves
using the outline. Ask individuals to read the sentences,
• Point out that we can perceive an object with more than
pausing at the gaps. Elicit the words from the rest of the
one sense, e.g. we can see, smell and touch a flower.
class.
• Give the wordcards and photocards to ten children
standing in pairs (corresponding wordcard and photocard
• The children then complete the sentences.
together) at the front of the class. Say the name of an ANSWERS
object. The children with the photo and wordcards for the 1  hear  2  see  3  smell  4  taste  5  touch
relevant sense hold them up.
Reinforcement
Social and civic competences
KEY COMPETENCE:     Unit 5 Lesson 6 wordcards Unit 5 Photocards 
Talk to the children about people who have sensory • Show the wordcards. The children say the words.
impairments: the blind, and the deaf and dumb. It is • Show the wordcards again. Ask them to mime the
important to respect and appreciate the tenacity and actions for see, hear, taste, smell and touch.
effort they need to employ in their everyday life. • Show the wordcards in varying order but without
saying the words. The children read the words and do
Explorers Quest the actions.
  Class Book page 47, CD1 track 5, Unit 3 flashcards Set 2 (furniture)  • Distribute the photocards and wordcards to small
• Do the Explorers Quest (see page 166). Play CD1 track 5 groups, pairs or individuals so that everyone is involved.
while the children look for the hidden item (a cupboard, They all find the corresponding word or photocard.
on page 46 next to the T.Rex).
Extension
• Continue the revision away from the book by playing
  Cross-curricular worksheet 5 
Hidden flashcards with three or four furniture flashcards
(see page 164). • Look and write. Look and say. The children label the
diagram with the words in the box.
Classroom activity: What is it? Use your senses. • Count and write for you. The children look at the
  real food and drink, toys, classroom items, musical instruments, blindfolds  diagrams and complete the sentences about
• Divide the class into groups and give each a blindfold. themselves, filling in the number and the body part.
One of the children in the group puts on the blindfold, ANSWERS
the rest give them an object. They guess the objects by (From left to right) eyes, nose, ears, mouth
tasting, touching, smelling or hearing. Allow each child to 1  2 ears  2  2 eyes  3  1 nose  4  1 mouth  5  2 hands  
have a turn. 6  10 fingers  7  2 feet  8  10 toes
• Encourage the other children to ask What is it? The
blindfolded child guesses It’s a / an … . DVD Cross-curricular
  Unit 5 DVD Cross-curricular worksheet 
Goodbye
• Watch and number. Write.
• Say each of the senses hear, see, touch, taste, smell. The
children mime the actions, such as smelling a flower, and ANSWERS
say the matching word nose. 3 smell, 1 see, 4 taste, 2 touch
• Do this several times, and then say Goodbye. • Write. Look and ✓ the ingredients in the cake.
ANSWERS
1  cheese ✗   2  butter ✓  3  olives ✗   
4  sugar ✓  5  flour ✓  6  eggs ✓

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 Unit 5 Lesson 7
Objectives
• Use the language of the unit in a real-world context:
exploring a natural history museum.
• Learn some practical classroom English.
• Reinforce and discuss values linked to the topic: being
clean.
Language
Active: Be careful, OK
Revision: It’s got (big teeth), small, long, short, Clap your
hands, wave your arms, stamp your feet, run, jump, parts of
the body
Passive: Don’t touch! There are lots of dinosaurs, They are
very old, It’s a (T-Rex/diplodocus), It’s my favourite dinosaur,
It can run fast, What has it got? What can it do? Which is
your favourite photo?

Starting the lesson

  weather flashcards, Unit 5 flashcards Set 1 
• Do the Hello routine (see page 165).
• Review the parts of the body using the flashcards.
• Give some instructions for the children such as clap your
hands, wave your arms, stamp your feet.
$ 2•33
• Give an instruction again, such as wave your arms, but 1 Cathy  I’m Cathy. I’m on a school trip at the Natural History
then say Don’t wave your arms. Ask the children what they Museum. There are dinosaurs in the museum. We’re doing a
think this means. Practise this with other instructions. dinosaur project.
Mr Davis  Remember. There are lots of dinosaurs here. They’re
Preparation
very old. So, please be careful.
• Ask the children if they have ever been to a natural history Children OK!
museum. What can we see there? 2 Cathy  This is an Utahraptor.
• Explain to the children that they are going to explore a Girl  It’s got a small head.
natural history museum today and see some dinosaurs. 3 Mr Davis  Are you OK, Alice?
Alice  Yes, Mr Davis. Look! This dinosaur is very big!
Cultural awareness and expression
KEY COMPETENCE:  
Mr Davis  And it’s got a long tail.
Explain about museums and why we visit them. Tell them 4 Alice  Wow! This is a big dinosaur.
that through museum exhibitions we can understand Cathy  Yes, it is. It hasn’t got wings, it’s got a big head, it’s got
and value different cultural and artistic events and their long legs, and it’s got short arms!
relationship to our society and at the same time enjoy the 5 Cathy  Look at this dinosaur. It’s got a big head.
visit. Mark  And it’s got very big teeth.

Listen and number. Write.

  Class Book pages 48–49, CD2 track 33    Class Book page 48, Unit 5 wordcards Set 1 

• Point to the photos on pages 48 and 49. Look at each • Display the wordcards. Ask individuals to read the
photo and encourage the children to describe the incomplete sentences under each photo on page 48. The
dinosaurs, e.g. It’s got big teeth. children point to and say the missing words.
• Play CD2 track 33. The children listen and point. • The children complete the sentences. Go round helping.
• Play the CD again. This time the children number each Listen and say.
photo. Go through the activity together to check answers.
  Class Book page 49, CD2 track 34 
ANSWERS • Point to photo e. Ask What is the teacher saying? Then
a  4  b  2  c  4  d  3  e  1 play CD2 track 34.
• Talk about each photo. For photos a–d ask What has it got? • Demonstrate doing something a little careless such as
• Say a sentence, e.g. It’s got big teeth. The children say the nearly knocking over some pens. Ask a child to do the
possible picture numbers (4, 5). Continue with It’s got same, then say Be careful. The child stops and says OK.
short arms. (4) It’s got a small head. (2)
• Ask individuals Which is your favourite photo?  $ 2•34
Be careful!
OK.

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 KEY COMPETENCE:   Social and civic competences
Stress once again that they are old enough to have learnt
to wash their hands before or after certain activities
without anyone telling them. Explain that the hands can
be a source of contamination, germs and viruses.

Activity Book
  Activity Book page 43 
• Read and write. The children read the sentences and
write in the missing words.
ANSWERS
1  legs nose short cow   2​   ears tail wings rabbit
• Draw and write. The children draw their own animal in
box 3. They write, using the texts above as a model.
• Look and ✓ or ✗. They put ticks or crosses in the table,
column 1 for the cow, column 2 for the rabbit and their
own choice in column 3. Compare their answers.

Reinforcement
  Unit 5 wordcards Sets 1 and 2 
• Display the wordcards for the class to read aloud. Then
distribute these to pairs or individuals.
• Say an animal, such as rabbit. The children hold up their
wordcards if the animal has the feature(s) on their card,
Sing.
such as legs, tail, ears, etc.
  Class Book page 49, CD2 track 35 
• Tell the children they are going to hear a song in which Extension
someone is being careless and someone else is asking   Unit 4 flashcards Set 1 
them to be careful. Remind the class of the negative • Display the flashcards. Choose one of the animals and
instruction Don’t … and ask them to suggest some describe it to the class, who must guess which animal
actions which might come after Don’t. you are describing. Say, e.g. It’s brown. It’s got short legs.
• Play CD2 track 35. Encourage the children to listen and do It hasn’t got arms. It’s got a big nose. It’s got long ears. It
the action for Don’t. hasn’t got wings. The class respond It’s a hedgehog.
• Divide the class into two groups. One group wave their • Working in pairs, encourage the children to choose and
arms and the other run (on the spot). Play the song again. describe an animal for their partner to guess.
Each group stops their action when they hear Don’t ...
Change the groups around and sing again.

Be careful! $
  2•35
Be careful! Be careful!
Be careful! Don’t touch!
Be careful and don’t
Wave your arms too much!
Be careful! Be careful!
Be careful! Don’t run!
OK! OK!
Be careful! But have fun!

A good explorer … and Goodbye

  Class Book page 49, CD2 track 35 
• Point to the A good explorer ... section and ask the children
what they think the explorers are doing (washing up and
cleaning around the house) and why. Discuss why it is
important to keep ourselves and things around us clean.
• Play the song Be careful! Encourage the children to join in
and do the actions, then say Goodbye.

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 Unit 5 Lesson 8
Objectives
• Review the unit language.
• Personalize the content of the unit.
• Facilitate self-evaluation as part of Learn to learn.
• Record learning by completing the Picture Dictionary.
• Develop learning strategies through an extended
version of the Explorers Quest.
Language
Active: parts of the body, It’s got (small ears), It hasn’t got
(wings)
Revision: animals, vehicles, furniture
Passive: What has it got?

Starting the lesson

  weather flashcards, Unit 5 flashcards, CD2 tracks 21 and 28 
• Do the Hello routine (see page 165).
• Review the vocabulary of the unit by playing The body
chant (CD2 track 21) and the It’s got ... song (CD2 track 28).
Hold up the flashcards and get the children to point and
mime as they chant or sing.

Preparation for Unit 5 review

  Unit 5 flashcards Sets 1 and 2  KEY COMPETENCE:  Social and civic competences
• Hold up the flashcards for the parts of the body. The Remind the children of the importance of helping
children name each one. classmates when they need it. Suggest that it is good to
• Name an animal and show a flashcard, e.g. tail. Elicit a offer help if they notice that someone in the class has
sentence that is correct for the animal, e.g. It’s got a tail or problems or difficulties. Asking for or accepting help is
It hasn’t got a tail. part of the learning process and training in values.

Draw and write. Picture Dictionary

  Class Book page 49, colouring pens    Class Book page 66, Unit 5 wordcards Set 1, word stickers, CD2 track 36 
• Ask the class what they remember about the photos from • Show the Picture Dictionary page and point to the section
last lesson and the DVD if they watched it. for Unit 5. Ask about the dinosaur What has it got?
• Say Open your books and help them read My favourite • Hand out the six wordcards. Say a number, e.g. four. The
dinosaur. class name the body part tail. The child with the wordcard
• The children draw and colour a picture of their favourite holds it up.
dinosaur in the frame. • Demonstrate sticking the correct sticker next to the
• They complete the sentences below their picture. numbers. They then write the word underneath.
• Play CD2 track 36, pausing after the first sentence. The
Explorers Quest: Find. Match and draw. children say Yes if the sentence is correct and No if it isn’t.
  Class Book page 49, Unit 2, 3 and 4 wordcards 
• Play the rest of the CD, pausing after each line.
• Prepare for the activity by revising the animal words from
Unit 4, the furniture words from Unit 3 and the transport ANSWERS
words from Unit 2. Hold up the wordcards for the class to 1  yes  ​2  no  ​3  yes  ​4  no  ​5  yes  ​6  no
read aloud.
$ 2•36
• Remind the children of the Explorers characters and the 1  It’s got long arms. Yes.   2  It’s got a small head. No.  
hidden objects they have found throughout the unit. 3  It’s got short legs. Yes.   4  It’s got a short tail. No.  
Point to the map on page 49. The children complete the 5  It’s got big teeth. Yes.   6  It’s got small wings. No.
activity (see page 166).
KEY COMPETENCE:   Learn to learn
ANSWERS
green explorer: cupboard   blue explorer: taxi   The Picture Dictionary activity helps the children to
red explorer: frog learn and remember vocabulary, and at the same time
encourages them to be aware of what they have learnt
and what they have to learn. Understanding their own
capabilities fosters a sense of personal competence that
motivates and encourages pupils to continue learning.

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 Goodbye
  CD1 track 4 
• Sing the Explorers chant (CD1 track 4) and encourage
everyone to join in and do the actions.
• At the end of the chant tell the children how well they’ve
done in this lesson and throughout the unit. Say It’s time
to say Goodbye now. Everyone says Goodbye.

Activity Book
  Activity Book page 44, Unit 5 wordcards 
• Find and write. Demonstrate how to read the grid. The
class use the co-ordinates to find the pictures and
complete the sentences.
ANSWERS
1  rollerblade  ​2  kitchen  ​3  long  ​4  wings  ​
5  ride a bike   ​6  teeth  7  swim  8  fly
• Find and say. The children work in pairs. One calls out a
co-ordinate. The other finds the picture and makes up
a sentence.
• Follow and ✓ your favourite activity. Go through each
picture asking the class to recall the activities. For each
activity they liked they place a tick.
• Draw and write your favourite word. The children write
their favourite word and draw a picture.

Reinforcement
  Unit 5 flashcards and wordcards 
• Hand out the flashcards. Hold up a wordcard and elicit
the word. The child with the matching flashcard brings
it to the front. Display the cards.
• Write an anagram for one of the words such as deah.
The class say what it is (head).

Extension
  Unit 5 wordcards Set 1, a sheet of paper for each child 
• Ask everyone to start by drawing a body (without a
head) and then show one of the ten wordcards. (It
would be a good idea to start with head.) The children
add the appropriate body part to their picture. Go
round checking everyone has understood, helping
individuals to understand the wordcard if necessary.
• Repeat with another wordcard.

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 Unit 5 DVD lesson
Objectives
• Learn about a visit to the Museum of Natural History in
Oxford.
• Practise and extend the language from Unit 5 in a real-
world context.
Language
Active: arms, legs, head, teeth, tail, wings, big, small, long,
short, It’s got (big teeth), It hasn’t got (wings)
Passive: Quiet, please, Let’s watch the video, I’m on a school
trip, There are dinosaurs in the museum, We’re doing a
dinosaur project, Please be careful, Well done, That’s great,
What’s next?

Starting the lesson

• Explain to the class that in this lesson they are going to
watch a video clip. Today’s episode is about a trip to the
famous Museum of Natural History in Oxford.
• Ask the children what they think there might be in this
kind of museum. Encourage them to reply in English, e.g.
animals, birds, fish, flowers. Tell them they are going to see
dinosaurs there!

CULTURE POINT:   The Oxford University Museum of Natural Watch and write. Circle Mark, Cathy or Alice.
History celebrated its 150th anniversary in 2010. There   DVD worksheet 5, DVD Unit 5 Let’s explore! 
are many exhibitions to explore there, including insects,
fossils, rocks, minerals, skeletons, and of course, dinosaurs!
• Give each child a worksheet. Read the words in the
wordpool together. (Note: the class may need extra
EXPLORE THE WEB:   More information about the Oxford
support for the word toes.)
University Museum of Natural History can be found here: • Explain to the class that they are going to watch the video
<http://www.oum.ox.ac.uk/>. The museum has a learning again. They must watch carefully in order to correctly
zone with worksheets and games, which can be found complete the sentences about each dinosaur. For each
here: <http://www.oum.ox.ac.uk/thezone/index.htm>. dinosaur they must also identify who is speaking, Mark,
You may also wish to check out the website of the Natural Cathy or Alice, and circle the corresponding photo.
History Museum in London: <http://www.nhm.ac.uk> • Play the video clip a few times as necessary with the
subtitles off. Then check the answers with the class.
KEY COMPETENCE:   Social and civic competences
ANSWERS
Discovering about the Oxford Natural History Museum, 1  toes – Mark   ​2  small, arms, legs – Cathy   ​
and comparing the experiences of other children with 3  wings, long – Cathy
their own, pupils learn about different countries and
cultures, and develop an awareness of being part of a Classroom activity: making sentences
global community. Encourage them to be critical of the   Unit 5 wordcards Sets 1 and 2 
reality they see. • Place the Set 1 and Set 2 wordcards in separate piles.
Demonstrate picking up one card from each pile, then
Watch the video hold up both cards and formulate a sentence, e.g. It’s got a
  DVD Unit 5 Let’s explore!  small head.
• Tell the children they are going to watch the video. • Ask individuals to come to the front and do the same.
Encourage them to watch very carefully and look out for Remind them that they can also say It hasn’t got (wings).
some animals they learnt about in the previous unit. Ask • Note: Some combinations won’t work, such as short / long
What animals can you see? (Note: There are some animals head. Explain that short and long refer to length and ask
that the children might be able to name in English.) the child to choose a different combination.
• Say Quiet, please. Let’s watch the video. Play the video
all the way through with the subtitles off, as the children Read and number.
watch and listen.   DVD worksheet 5, DVD Unit 5 Let’s explore! 
• At the end of the video clip, ask again: What animals can • Point to the picture of the dinosaur exhibition in the
you see? (fox/rabbit/owl) second activity on the worksheet and the numbered
dinosaurs within the exhibition. Children read and
number the sentences below the picture according to
which dinosaur they describe.

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 • Go through the answers with the class. Mark  Look at this! The dinosaur has got really big toes!
ANSWERS
Mr Davis  Come on, everybody! It’s time to go in!
3 It’s got a small head. Cathy  We’re doing a dinosaur project.
2 It’s got big wings. Mr Davis  And remember, there are lots of dinosaurs here. They’re
4 It hasn’t got a tail. very old. So, please be careful.
1 It hasn’t got teeth. Children OK.
Cathy  This is a Utahraptor. It’s got a small head, long arms and
Social and civic competences
KEY COMPETENCE:   long legs.
Talk about appropriate behaviour in a museum: not Mark  This dinosaur can run very fast.
shouting, running, or touching the exhibitions, allowing Mr Davis  Are you OK, Alice?
everyone to enjoy their content. Alice  Yes, Mr McNulty. Look! This dinosaur is very big! And it’s got
a long tail.
Mr Davis  Yes, it has! It’s called an Iguanodon.
Classroom activity: my dinosaur Well done, Alice. That’s great work.
• Tell the class that they are going to imagine a dinosaur. Alice  Thank you.
They have to contribute sentences whilst you draw their Mr Davis  What’s next?
dinosaur on the board. Start the game by saying, e.g. It’s Alice Tyrannosaurus
got a big head. Draw a big head on the board. Then say Alice  Hi Mark, Hi Cathy. Wow! This is a big dinosaur.
It’s got … and elicit a new dinosaur feature from a child. Cathy  Yes, it is.
Draw that feature. Continue until you’ve completed the It hasn’t got wings but it’s got a long tail …
dinosaur drawing on the board. It’s got short arms …
• If you have time, start the game again. You may wish to It’s got long legs …
invite a child to draw the new dinosaur on the board. It’s got a big head …
Mark  And very big teeth!
Learn to learn
KEY COMPETENCE:   Mr Davis  So, do you like the Tyrannosaurus Rex?
Maximize language learning by using English in the Alice  Yes! It’s my favourite dinosaur.
classroom whenever possible. Encourage the children to Mark  I’ve finished!
express themselves and describe the picture using English Cathy  Me too!
as much as they can. Explain that this effort will enrich Mr Davis  Well done, everyone!
their personal and social life and will be very rewarding.

Goodbye
  DVD Unit 5 Let’s explore! 
• Go round the class, allocating each child the role of one
of the three main dinosaurs in the video clip (Utahraptor,
Tyrannosaurus Rex, Iguanodon). Say, e.g. Stamp your
feet, Iguanodons! Iguanadons stamp their feet, but the
other dinosaurs must not react! Continue, using other
instructions the children know.
• At the end of the game, say Goodbye, Utahraptors! All
Utahraptors reply Goodbye! Repeat for the remaining two
dinosaurs.

Reinforcement
  DVD Unit 5 Let’s explore! 
• Play the video clip and pause at the first dinosaur, the
Utahraptor. Ask the class to describe the dinosaur using
It’s got … and It hasn’t got … .

Extension
  DVD Unit 5 Let’s explore! 
• Divide the class into four groups and allocate them the
roles of Cathy, Mark, Alice and the teacher, Mr Davies.
Play the main three dinosaur scenes of the DVD with
the subtitles on. The groups repeat the lines for their
character. Pause the DVD as necessary.
• When they are ready, repeat the activity, this time
playing the DVD with the subtitles off.

Video Clip: Unit 5 Let’s explore!

Cathy  I’m Cathy. I’m on a school trip at the Natural History
Museum. There are dinosaurs in the museum.

Unit 5 • DVD lesson 129

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